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Lifelong Learning Programme 2007-2013 Multilatera
l Projects Transfer of Innovation (Project
number LLP-LDV/TOI/07/IT/020) Trasfobuilding
Between formal and informal a double model to
assess competences in the building sector
INTRODUCTION
A BRIEF DESCRIPTION OF THE APPROACHES AND ACTIONS
THE TRASFOBUILDING PROJECT IS BASED ON SEE THE
ATTACHEMENT
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Evaluation process of the competences acquired
and utilities description
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Trasfobuilding model
Evaluation process
The management of the assessment processes is
arranged according to the procedures stated
below, supported by the tools that have been
defined within the projects from which
Trasfobuilding arises.
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Trasfobuilding model
Evaluation process
Evaluate the competences acquired through formal
and informal processes based on the Construction
Competence Repertory Two possible types of
user Employees who require certification of
their previously acquired competences to gain
value in the labour market Individuals who
participate in a training programme, in order to
assess and certify previously acquired
competences upon entry, and upon leaving
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Trasfobuilding model
Evaluation process
See attachment
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Trasfobuilding model
Evaluation process
Therefore, the users are guided towards two types
of output the certification of competences
demonstrated following a check (corresponding to
the Construction Competence Repertory) secondari
ly, the registration of experience demonstrated
by collecting evidence, outside the context of a
real evaluation process
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Trasfobuilding model
Evaluation process
The final outputs Certification of competences
Registration of experience In the Italian
experience this registration occurs inside the
Formedil construction database, with the
consequent entry in the Employee Training
Booklet, both for users coming from training
programmes and users with work experience.
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Process output
The personal vocational training booklet in the
building sector is a system to identify areas of
knowledge and expertise of the individual. The
contents of the booklet can be updated as
needed
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Trasfobuilding model
Evaluation process
The phases in detail - 1
0 Request of access to programmes Formalising the opening of the procedure
1 Acquisition and organisation of evidence Performed at individual counselling level, it provides the information necessary to obtain and formalise the elements aimed at proving possessed knowledge and competences. It ends with a dossier of the evidence, containing formal documents (from education or training) output/products experience demonstrated CCR Construction Competence Repertory Documentation plan Self-assessment sheet Dossier of evidence
2a Evaluation through evidence For those who are not interested or do not have the possibility of demonstrating competences in the CCR through exams an interview aimed at formalising the content of the dossier of evidence.
2b Assessment and accreditation of previously acquired competences For those entering a training programme. Aimed at recognising and accrediting any training credits for the customisation of the programme.
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Trasfobuilding model
Evaluation process
The phases in detail - 2
3 - Registration of experience Administrative process, output of the evaluation of the evidence, aimed at formalising any proof of education, work experience and training CCR Construction Competence Repertory CBD Construction database ETB Employee training booklet (section 1)
4 Evaluation of possessed competences Assessment process through exams. Training programme dossier Proof structure model Assessment indicator model Assessment sheet model
5 Certification of possessed competences Administrative process, output of the evaluation of competences, aimed at recognising the competences demonstrated on the CCR. CCR Construction Competence Repertory CBD Construction database ETB Employee training booklet (section 2)
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Trasfobuilding model
The process Work experience
Case 1 The phases 0 Request to access the
programme 1 - Acquisition and organisation of
evidence in the presence of possible
competences 4 - Assessment of the possessed
competences 5 Certification of the possessed
competences in the presence of simple
experience 2a Evaluation through evidence 3
Registration of experience
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Trasfobuilding model
The process Training programme
Case 2 The phases 0 - Request to access the
programme 1 - Acquisition and organisation of
evidence 2b - Assessment and certification of
previously acquired competences development of
the training programme 4 Assessment of the
possessed competences 5 Certification of the
possessed competences
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ONE OF THE UTILITIES THE REPERTORY OF COMPETENCES
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Trasfobuilding model
Searching for a benchmark system
In recent years the Italian building training
system has experienced some rationalisation
problems

• Inhomogeneous training offered across the
  country.
• Difficulties in comparing training objectives
  and results.
• Actual obsolescence of the contractual
  professional roles.
• Recognition of certifications for professional
  development purposes.
• Distribution of certifications throughout the
  nation for mobility purposes.

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Trasfobuilding model
Searching for a benchmark system
Hence two subjects of development were identified

• Rationalisation of the training offered
• which was developed through various national
  projects
• Tracking the competences acquired
• with the search for a classification system
  univocally recognisable by all those involved

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Trasfobuilding model
Why not qualifications?
Because in Italy the system of qualifications cont
emplated by the Employment Contract is in reality
superseded by the organisation of production and
the evolution of the labour market in the
building sector
Because the definition of professional roles is
the task of the Regional authorities, and there
is currently no agreement on homogeneity among
the regional repertories e.g. the description of
a mason varies from one region to another, and
even varies according to the qualifications
established in the industry employment contract.
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Trasfobuilding model
Recognising abilities
Furthermore, the skills that constitute the
professionalism of an operator can be acquired
both inside and outside training through a
training programme (initial or continuous) but
may also be the skills gained on the workplace on
a daily basis, formal skills and informal skills
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Trasfobuilding model
CONSTRUCTION WORK as a benchmark

• The benchmark is the work, the only objective
  element in which the following are able to
  converge univocally
• training
• users
• companies

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Trasfobuilding model
Which benchmark level at work?
Not the role, but, a level lower, the skills
that it consists of, identified as
competences The system has adopted a
criterion of competences independent
units placed in a Repertory of construction
work A building brick that, aggregated to
others, may lead to the development of one or
more professional roles
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Trasfobuilding model
Competence
For the system, competence is

• An aggregate of knowledge and capacities
  that is univocally identifiable, unsuitable
  for achieving a full professional qualification,
  but sufficient to be used independently in the
  labour market, with reference to the current
  apportionment of the activities.
• A unit that can stand alone, but also be
• aggregated to others in the definition
• of old and new professional profiles, and from
  this viewpoint it may be capitalised by the
  employee and used in the labour market.

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The systems logic
More specifically, this logic breaks down
construction work into
MACRO AREAS Management, Safety, Construction
work, Infrastructure work
.
.
.
.
.
.
.
MANAGEMENT
SAFETY
CONST WORK

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The systems logic
In turn these macro areas can be broken down
into AREAS Construction work ? Masonry,
Framing, Laying,
.
.
.
.
.
.
.
MANAGEMENT
SAFETY
CONST WORK

CONST WORK

FRAMING
MASONRY
FINISH
LAYING
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The systems logic
The Areas are broken down into UNITS THAT CAN
BE CAPITALISED Masonry-gt Execution of Masonry,
CONSTRUCTION
FRAMING
MASONRY
LAYING
MASONRY area

UPPER
E
L
E
M
E
N
T
A
R
Y
INTERMEDIATE

FAIR
FACED
E
X
E
C
U
T
I
O
N
OF
MASONRY

COVERING

GLASS-BRICK
MANTLE
MOUNTING OF
FLOOR AREA
TEMPORARY
PLASTERBOARD
WORKS
PACKAGING AND
POURING
ARCHES AND

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P
L
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T
B
A
N
D
S
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The systems logic
Finally the Units into COMPETENCE ELEMENTS
V
E
T
R
O
M
A
T
T
O
N
E
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FLOOR MOUNT.
C
A
R
T
O
N
G
E
S
S
O

P
I
E
T
R
A
R
E
C
U
P
E
R
O
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C
E
M
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N
T
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Masonry joints layout





Laying geometric reference points


Realisation of mortar


Realisation of masonry


Management of joints

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The Repertory of Competences
To conclude the programme, the system is based on
two benchmarks COMPETENCE
The description is arranged into two
parts DESCRIPTION the expected
results ASSESSMENT INDICATORS the corresponding
acceptable indices And these are connected
to THE TRAINING PROGRAMME STANDARDS thus the
benchmarks with which to achieve competence also
through training programmes
Description
Assessment
Training programme
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The systems logic
AND THE REAL REPERTORY
In which each competence is placed in an organic
context according to the structure
ELEMENTARY INTERMEDIATE INTERMEDIATE UPPER
       
BASIC BASIC BASIC BASIC BASIC BASIC BASIC BASIC
   
TRANSVERSAL  TRANSVERSAL  TRANSVERSAL  TRANSVERSAL  TRANSVERSAL  TRANSVERSAL  TRANSVERSAL  TRANSVERSAL 
     
TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL TECHNICAL PROFESSIONAL
     
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The systems logic
The professional role is rebuilt by aggregating
univocal competences, identified on the Repertory
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The systems logic
The description of the roles through
competences (at a lower level) may allow a
comparison to be made between different
description systems
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An example the core areas of the role of the
mason
For simplicity reasons, let us now consider just
the professional technical competences. In the
Italian labour organisation the core competences
of the role are associated to the following
areas Masonry the elementary competences and
some intermediate ones constitute the
professional base, the others are
specialisations Framing for some elementary
framing competences for reinforced
concrete Finish for some elementary
competences such as the realisation of plaster
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An example the core areas of the role of the
mason
An extract of the Repertory
Area of the basic role
Area of the specialised role
Area of the basic role
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An example the core areas of the role of the
mason
For some of the competences that characterise the
role of the mason, tools and assessment
procedures have been developed, which we propose
to test in this project.
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SEE ATTACHMENT
33
SEE ATTACHMENT
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OTHERS UTILITIES FOR THE ASSESSMENT
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Trasfobuilding model
Recognition and validation of prior learning
outcomes
Features of the model
Sustainability (cost-benefit, flexibility...)
Reliability (social consensus, equivalence)
Formative / summative dimensions of
the assessment procedures
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Trasfobuilding model
Recognition and validation of prior learning
outcomes
Features of the model
Social dialogue (tripartite)
Mutual trust (values, cultures)
Coherence of the model (ECVET-EQF)
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Process output
The personal vocational training booklet in the
building sector is a system to identify areas of
knowledge and expertise of the individual. The
contents of the booklet can be updated as
needed
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Assessment process
1. Information and Guidance 2. Start-up phase
personal Portfolio (dossier) 3. Self assessment
(recognition) 4. Assessment (validation)
Access to training
Certification
Access to job and carreer
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SELF-ASSESSMENT
INDEPENDENCE OF EXECUTION IDENTIFYING THE
MATERIALS, READING THE DRAWING 1) Different
materials must be used to prepare the sheathing
(wood, iron), which must be identified on the
basis of the technical drawing and the design
indications. Have you ever had to choose the
materials personally and withdraw them from
stores while at work? YES, I NORMALLY DO IT
YES, I HAVE SOMETIMES DONE IT NO, I
HAVE NEVER DONE IT 2) Different
materials must be used to prepare the
reinforcement (straight reinforcement tools,
stirrups, strips,), which must be identified on
the basis of the technical drawing and the design
indications. Have you ever had to choose the
materials personally and withdraw them from
stores while at work? YES, I NORMALLY DO IT
YES, I HAVE SOMETIMES DONE IT NO, I
HAVE NEVER DONE IT
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THE ASSESSMENT criteria

Reinforced sheathing for iron cage and pillar
Surname
Date

Name
1
2
4
5
3
Recognises and takes
Recognises and takes
the link necessary to
the link necessary to
create the sheathing,
Can not identify

create the sheathing,
Does not always recognise
paying attention to the
(describe correctly)
Recognises and takes
making an effort to try and
and take the correct link
quality of the lining
the link necessary to
the correct link to
IDENTIFICATION OF
keep the quality of the
to create the sheathing,
(presence of knots and
create the
create the sheathing,
NECESSARY MATERIALS
lining high (presence of knots
does not always recognise
smoothness of the plate)
sheathing and can not
recognises and takes the
and smoothness of the
and take the rods and
also making sure that
distinguish the diameters of
rods and the stirrups of
plate), also making sure that
stirrups of the right diameter
the total of the linings
the tools necessary to
the right diameter to
the total of the linings
to construct the cage
coincides with the exact
create the cage
construct the cage
coincides with the exact
measurements of the sheathing
measurements of the sheathing
1
2
3
4
5
Prepares 4 shutters of
Prepares 4 shutters of
suitable width to create
Prepares 4 shutters of
suitable width to create
the sheathing, taking care
suitable width to create
Prepares 4 shutters of
the sheathing, taking care
that the beams
the sheathing, though
suitable width to create
that the beams
PREPARATION OF THE SHUTTERS
are placed at the same
leaving a gap of more than
the sheathing, leaving a gap
are placed at the same
TO CREATE THE
Prepares 4 shutters,
distance, performing a
1 cm between the linings
from 0.3 to 1 cm between
distance, performing a
SHEATHING
taking the wrong measurements
correct riveting of the
and without taking care
the linings and takes care
correct riveting of the
beams (crossed screws)
that the beams are placed
that the beams are placed
beams (crossed screws)
making sure that the
at the same
at the same distance
and making sure that the
shutters do
distance
linings of the shutters
not feature gaps
feature gaps
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THE ASSESSMENT the score
Reinforced sheathing for iron cage and pillar
Surname
Date
Name
DESCRIPTION OF OPERATION
MARK OBTAINED
Weighting
MARK
IDENTIFICATION OF NECESSARY MATERIALS
1
2
3
4
5
1
5
PREPARATION OF THE SHUTTERS TO CREATE THE
1
2
3
4
5
3
15
SHEATHING
1
2
3
4
5
3
15
INSTALLATION OF THE SHUTTERS
USE OF TOOLS LEVEL, PLUMB, TROWEL, FLOAT,
MEASURE
1
2
3
4
5
1
5
COMPLYING WITH SAFETY REGULATION ONSITE
1
2
3
4
5
3
15
ARRANGEMENT OF THE SHEATHING VERTICAL POSITIONING
1
2
3
4
5
3
15
1
2
3
4
5
3
15
PREPARATION AND INSTALLATION OF THE IRON CAGE
1
2
3
4
5
3
15
SPEED OF EXECUTION
100
TOTAL MARK
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Professional role BRICKLAYER
SEE ATTACHMENT
No. Work sector Skill Check test
3 MASONRY WORK Independently and/or in a team carrying out main, dividing or curtain walling in brick or air or cement blocks COGITO MUR1 Execution of 2.5x2.8 partition with 0.80x2.2 door opening made with bricks (4 hole 24x12x8) COGITO MUR 2 Execution of double skin wall with bricks COGITO MUR3 Execution of double skin wall with bricks in Z shape

Interreg. Project III A CO.G.I.T.O. Skills
Organised Crossborder Integrated Management
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